Writing Analyser for Teachers: A Moderated Feedback Activity

Set the learning purpose

Choose one writing skill rather than asking students to maximise a score. The activity should lead to a concrete revision.

Use appropriate material

Follow age, permission and data requirements. Use fictional examples when identifiable student work is unnecessary.

Moderate the output

Check report comments against the prompt and response. Automated feedback should not become a final grade without appropriate evidence and process.

Require explanation

Ask the learner to justify a change. A polished paragraph copied from a suggestion does not establish understanding.

Work through an original example

A class compares two possible revisions of an original paragraph. One is fluent but changes the argument.

Learners explain which version preserves meaning and why, using the original task.

Practise, check and try a changed task

Pilot one low-stakes activity with appropriate permissions. Select two comments for discussion.

Have learners revise independently and explain a transfer task.

• Check the meaning against the original task, rather than rewarding impressive wording alone.
• Keep one concrete observation and one next action; avoid treating a single attempt as a complete assessment.

Continue with focused practice

Use the original task and your own draft when reviewing a report. Verify data, meaning and any suggested correction before revising. Check current access requirements and use fictional material rather than sensitive personal information.

Practise with Writing Analyser